Classifying Collages Activity
Name_____________________________
6th Grade PSI Science
Topic
This activity explores the ways in scientists classify living things and how they are related. This
activity consists of identifying similarities and differences between fossils and living things.
Based upon their appearance, students will compare and classify the organisms.
Materials
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Magazines (National Geographic, nature or animal themed)
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Scissors
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Glue
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Paper
Directions
1. Cut out 10 pictures of different living things.
2. Group items together based on what appears to be related.
3. Once groups have been created, identify the main similarity that led to the creation of the
group.
4. Glue your groups to the paper and label them with their main similarity.
5. Once students have completed their individual collages, facilitate a class discussion
around what similarities they identified and what groups they created.
6. Students will select one classification to do further research to determine the validity of
their classification.
www.njctl.org
6th Grade PSI
Evidence of Common Ancestry
Classifying Collages Activity
Name ____________________________________
Score ___________/12 points
Questions and Reflections
1. Describe what characteristics helped you decided on you classifications.
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2. Pick two organisms that were in the same classification group. How are they similar?
Describe at least two similarities.
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3. Pick two organisms that were are in different classification groups. How are they
different? Describe at least two differences.
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4. Select one of your classifications and research it to determine the validity of your results.
What assumptions did you make that were correct?
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www.njctl.org
6th Grade PSI
Evidence of Common Ancestry
What assumptions did you make that were incorrect?
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5. Select an organism you included in your collage. Infer what an ancient version may
have looked like, draw or describe it in the space below.
www.njctl.org
6th Grade PSI
Evidence of Common Ancestry
Classifying Collages Answer Key
1. Answer will vary and may include key physical features (limbs, shape, size), habitats, ect.
2. Students should list two relevant similarities.
3. Students should list two relevant differences.
4. Answer will vary; students should discuss assumptions that were correct and incorrect.
5. Students should describe or draw reasonable inferences of what an ancient version may
have looked like.
www.njctl.org
6th Grade PSI
Evidence of Common Ancestry